We are producing students who are academically capable of passing a math test but biologically incapable of resisting an impulse. This article explores why the traditional "information-first" approach to financial literacy is failing and introduces a framework for building genuine maturity in a frictionless digital world.

Students can often explain sound money principles in class, yet make very different decisions when real choice, pressure, and trade-offs appear. The issue is often not a lack of knowledge, but a lack of behaviour formation. If schools want financial literacy to contribute to life readiness, they need to design not only for understanding, but for stewardship.